Children's Achievement Motivation Research Articles

Achievement Motivation of Children's Rollerskating Athletes by Gender

Achievement Motivation of Children's Rollerskating Athletes by Gender

부모의 진로지원행동이 다문화가정 청소년의 성취동기와 진로결정수준에 미치는 영향

Objectives The purposes of this study were to analyze for adolescents among children of multicultural families, this study examined how the career support behaviors of parents from multicultural families affect their children's career decision level.
 Methods A structural equation model was established based on the relationship between parent-perceived ca-reer support, child-perceived career support, child-perceived career interference, child achievement motivation, and child career decision-making using multicultural youth panel data from the Korea Youth Policy Institute.
 Results The higher the level of career support of parents of multicultural families, the higher the achievement motivation of their children. According to gender, male children were found to be more aware of their parents' ca-reer support than female children. The higher the urban area and household income, the more parents perceived themselves to provide career support for their children. It was recognized that the higher the educational level of multicultural parents and the younger they were, the more career support they gave to their children, and the same was true for their children. Even if the level of career support for their children, perceived by parents, in-creased, it did not directly increase their children's career decision-making. Between the level of career support perceived by parents and their children's career decision-making, children's achievement motivation had a partial mediating effect.
 Conclusions In multicultural family parent education, father education should be strengthened, and at the same time, education on career guidance should be implemented. Career education considering the characteristics of multicultural families is necessary. Parents of multicultural families need to raise awareness of the importance of being involved in career decision-making for their children. There is a need for career education for youth from multicultural families appropriate to the times. It is necessary to additionally explore how internal characteristics such as parents' psychological characteristics and values affect their children's career perception.

유아의 성취동기, 인지능력, 갈등해결능력이 공감능력에 미치는 영향력 분석

Objectives The purpose of this study was to analyze the relationships among children's achievement motivation, cognitive ability, conflict resolution ability and empathy ability of young children. Methods The subjects of this study were 222 whose mean age was 58.87 months. The research data were collected by ‘Children’s achievement ability test’, ‘K-WIPPSI-Ⅳ’, ’Children’s conflict resolution ability test’, and ‘Affective situation test’. Pearson correlation and step-wise multi regression were used to analyze the data. Results First, there were positive correlations between achievement motivation, cognitive ability, conflict resolution ability and empathy ability. Second, cognitive ability was revealed to be most predictive factor of empathy ability and conflict resolution ability was an additional positive variable that predicts the empathy ability. Conclusions The results of this study are believed to have provided meaningful implications for building theoretical information on young children's empathy and further finding educational measures to promote young chileren's empathy and developing programs.

Maternal relationships and motivation in gifted children

This study primarily investigates gifted children's and their mothers' acceptance-rejection and control perceptions and children's achievement motivation. The study was carried out with 5th and 6th year students attending Science and Art Centers in two cities in Turkey, and their mothers. The sample of this research is 226 students (103 girls and 126 boys) and 179 mothers. As data collection tools, Turkish Parent Parental Acceptance-Rejection Questionnaire/Control: Child (Short Form), Child Parental Acceptance-Rejection Questionnaire/Control: Mother (Short Form), and Scale of Motivation in Education were used. The results of the study showed that children and mothers perceived high level acceptance, low level rejection and mid-level control in their mother-child relationships. A significant difference was observed between mothers' and children's perceived parental acceptance-rejection and control. It was also seen that children's identified external motivation and intrinsic motivation levels were high and amotivation and introjected external motivation levels were low.

The Effectiveness of the TGFU and SDT Approach on Motor development and achievement Motivation in Children with Attention Deficit Hyperactivity Disorder

The Effectiveness of the TGFU and SDT Approach on Motor development and achievement Motivation in Children with Attention Deficit Hyperactivity Disorder

The Effect of Self-Monitoring Training on the Achievement Motivation of Students With Dyslexia

ABSTRACTThe purpose of this study was to determine the effects of self-monitoring training on the motivation of elementary school students with dyslexia. This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. 32 students with dyslexia (2nd to 5th grades) were chosen and divided into two groups: experimental (n = 16) and control (n = 16) randomly. The experimental group divided into two groups of eight students and had self-monitoring training for ten 60-minute sessions, twice a week. A post-test was administered after the training for the two groups and a follow-up was conducted two months after the post-test for experimental groups. The result showed that the self-monitoring training increased the achievement motivation of children in the experimental group; this finding was also observed at follow-up (p < .001). Since dyslexia is one of the most common disorders among school-age children, providing early interventions, training, and applying appropriate pedagogical strategies are critical to their education. Self-monitoring as a therapeutic method could be an effective strategy to increase motivation in these students.

Children's and parents' perceptions of parental support and their effects on children's achievement motivation and achievement in mathematics. A longitudinal predictive mediation model

Based on Eccles et al.'s expectancy-value model, this study focused on parent- and child-perceived parental support (parental control, warmth and structure) in mathematics, and their effects on mathematics-related achievement motivation (competence beliefs and intrinsic value) and achievement, controlling for previously reported achievement, achievement motivation, intelligence, and gender. Data were analyzed of 457 children and their parents, which had been gathered in the time period from the first to the seventh grade. Structural equation analyses showed that parent-perceived control negatively predicted competence beliefs and achievement in mathematics (the latter mediated by competence beliefs). Parent-perceived warmth had an indirect positive effect on mathematics-related competence beliefs and intrinsic value (mediated by child-perceived warmth) as well as achievement (mediated by both child-perceived warmth and competence beliefs). Parent-perceived structure, mediated by child-perceived structure, positively predicted the intrinsic value of mathematics.

Achievement Motivation of Children of Employed Mothers and Homemakers

Ever since women began entering the work force the debate has been looming over mothers who enter the work force and those who choose to remain at home with their children. Such concerns are whether or not having a working mother negatively affects their children emotionally and/or academically. Another concern is the stress level a working mother faces daily. The present study assessed the impact of maternal employment on achievement motivation of adolescents. The sample consisted of 80 children of employed mothers and 80 children of homemakers. Further the sample was bifurcated on the basis of gender (40 boys and 40 girls). Costello Achievement Motivation Scale (CAMS) adapted by Misra, O.P &amp; Srivastava, S.K, 1990was administered to the selected sample to assess their achievement motivation. The obtained data was treated with the help of Mean, SD, t-test and ANOVA. Analysis of the results revealed that children of employed mothers had higher achievement motivation as compared to the children of homemakers. Further, findings indicated that adolescent girls of employed mothers scored higher on achievement motivation as compared to adolescent boys of homemakers.

유아 성취동기 검사도구 개발 및 타당화

유아 성취동기 검사도구 개발 및 타당화

A Comparative Study on Achievement Motivation of Children of Employed and Non-Employed Mothers

A Comparative Study on Achievement Motivation of Children of Employed and Non-Employed Mothers

Applying an observational lens to identify parental behaviours associated with children's homework motivation.

Extant research has traditionally associated children's achievement motivation with socio-emotional parental behaviours such as demonstrations of affect, responsiveness, and the degree of parental control. This study explored the extent to which parental socio-emotional and instructional behaviours (including the contingency of instructional scaffolding) both related to children's mastery and performance tendencies towards homework-like activities. The study involved nine underachieving primary-aged children and their parents, with four children showing predominantly mastery-oriented behaviours in the homework context and five showing predominantly performance-oriented behaviours. An in-depth observational analysis of video-recorded parent-child interactions during four homework-like sessions was carried out for each case. Socio-emotional and instructional parental behaviours were coded and subjected to nonparametric quantitative analyses. Subsequently, thick descriptions of parent-child interactions were used to identify critical aspects of parental assistance. Moderate cognitive demand was associated with mastery orientation, while negative affect was related to performance orientation. As revealed quantitatively and qualitatively, socio-emotional and instructional parental behaviours were also associated with each other, forming distinct profiles of parental behaviours related to children's homework motivation. The findings support the idea that instructional parental behaviours are as important as socio-emotional ones in the analysis of children's homework motivation. The value of observational methods in investigating the target variables is discussed.

Language skills, mathematical thinking, and achievement motivation in children with ADHD, disruptive behavior disorders, and normal controls

Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n=23; M=9.4years, SD=1.1years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children.

Self-Efficacy as a Mediator of Children's Achievement Motivation and in-Class Physical Activity

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

The impact of generic language about ability on children's achievement motivation.

Nuances in how adults talk about ability may have important consequences for children's sustained involvement and success in an activity. In this study, I tested the hypothesis that children would be less motivated while performing a novel activity if they were told that boys or girls in general are good at this activity (generic language) than if they were told that a particular boy or girl is good at it (non-generic language). Generic language may be detrimental because it expresses normative societal expectations regarding performance. If these expectations are negative, they may cause children to worry about confirming them; if positive, they may cause worries about failing to meet them. Moreover, generic statements may be threatening because they imply that performance is the result of stable traits rather than effort. Ninety-seven 4- to 7-year-olds were asked to play a game in which they succeeded at first but then made a few mistakes. Since young children remain optimistic in achievement situations until the possibility of failure is made clear, I hypothesized that 4- and 5-year-olds would not be affected by the implications of generic language until after they made mistakes; 6- and 7-year-olds, however, may be susceptible earlier. As expected, the older children who heard that boys or girls are good at this game displayed lower motivation (e.g., more negative emotions, lower perceived competence) from the start, while they were still succeeding and receiving praise. Four- and 5-year-olds who heard these generic statements had a similar reaction, but only after they made mistakes. These findings demonstrate that exposure to generic language about ability can be an obstacle to children's motivation and, potentially, their success.

Leistungsmotivation bei Kindern mit Migräne und ihren gesunden Geschwistern

Psychosocial variables like stress or a high achievement motivation are discussed as a possible contributory factor to an attack in migraine. The aim of our study was to examine, whether children with migraine may be at risk for impaired achievement motivation. 37 children with migraine and their 17 non-affected siblings, were examined by means of an especially developed test for achievement motivation and by the Kaufman-Assessment-Battery for Children (K-ABC). There were no significant differences in achievement motivation and cognition between both groups. Children with migraine and their siblings demonstrated a neurocognitive performance within the average normal test range. There was a slight positive correlation between an atypical achievement motivation and the duration of migraine attacks. In general there are no signs of a pathologically elevated achievement motivation in children with migraine, but we found evidence that there might be a subgroup of patients, within whom an atypical achievement motivation might serve as a trigger variable, and who might profit from relaxation techniques and psychological-educational counselling.

Cross-Cultural Comparisons of Family Environments and Achievement Motivation of Anglo-, Greek-, and Italian-Australians

Discriminant analysis was used to examine cultural group differences in the family environments and achievement motivation of 700 11-yr.-old children. Analysis indicated sex- and ethnic-group differences in the family environments and extrinsic achievement motivation of children from Anglo-, Greek-, and Italian-Australian families.

Origins of children's helpless and mastery achievement patterns in the family.

An exploratory study examined the origins of children's motivational patterns in the family by observing 3rd-grade children (10 helpless and 11 mastery-oriented) and their mothers performing a series of solvable and insolvable problem-solving tasks. Mothers of mastery children appeared to show sensitivity and responsiveness to their children's ability perceptions and requests for help. They also appeared to support mastery behaviors in their children by increasing task-focused teaching behaviors and maintaining high-positive affect during the insolvable puzzles. Furthermore, in the face of failures, they retrained their children's low-ability attributions and performance-goal statements, while promoting mastery or taskfocused behaviors. These findings are consistent with the hypothesis that mothers of mastery children may socialize their children's achievement motivation. However, because of the small sample size and other limitations, the results should be interpreted with caution. Several directions are outlined for future research on the familial origins of helpless and mastery patterns in children.

Preschoolers' attention and emotion in an achievement and an effect game: A longitudinal study

Abstract Positive and negative emotional reactions to success and failure in achievement-oriented tasks have a significant function in children's achievement motivation. In order to examine at what age such emotions occur in children's achievement-oriented behaviour, we looked for facial indices of emotional reactions in two different psychomotor games: an effect game, in which children could trigger random light and sound effects without experiencing success and failure; and a similar, but skill-dependent achievement game with success and failure outcomes, that were signalled by comparable light and sound effects. The emotional reactions to these different events were assessed in a sample of 40 children aged from 3.5 to 5 years by recording and analysing facial movements. The children were observed three or two times at 6 monthly intervals. The cohort of the 5-year-olds was observed only once. Children from 4 years on discriminated between random effects and “success and failure” feedback, at fist throug...

Antecedents of Achievement Motivation in Preschool Children

Abstract Antecedents of achievement motivation of young children were examined in a two-phase study. Phase 1 studied the achievement motivation of preschoolers and their parents. Children's achievement motivation was measured by the Animal Crackers test and by teachers' ratings using the Children's Achievement Rating Scale (CARS). Parent measures were their social position and the Achievement Checklist. Results indicated that children's achievement motivation was related to teacher's ratings of achievement and parents' social position, and that daughter's achievement was related to father's achievement. Phase 2 related achievement motivation, as measured by five factors of CARS (Task Orientation, Verbal Orientation, Nongoal Orientation. Involvement/Enthusiasm, and Teacher Orientation), to children's (N = 176) control over event outcomes with others and themselves on the Stephens-Delys Reinforcement Contingency Interview, Children's task and verbal orientation was related to control over peers and teachers...

The effects of father absence on children's achievement motivation, ego‐strength, and locus‐of‐control orientation: A five‐year longitudinal assessment

Predictions of reductions in children's achievement motivation, educational aspirations and interpersonal orientation due to early and prolonged father absence were investigated. To test these predictions, 120 father‐present and 120 father‐absent male and female children (aged 10 years) were assessed on measures of achievement motivation and related interpersonal orientation scales. A five‐year longitudinal follow‐up of 85 father‐absent and 85 father‐present subjects was carried out to assess subjects' later development. A multivariate analysis using a repeated measures design showed that father‐absent subjects, compared to father‐present subjects, declined in achievement motivation dimensions of competitiveness, desire for mastery, perseverance and willingness to endure negative consequences. They showed a corresponding increase in negative ego‐strength dimensions of social alienation and self‐centredness. The results indicated that father‐absent boys and girls changed differently in psychosocial dimensions over time and father absence had more adverse effects on boys than girls. Educational and developmental implications of the longitudinal analysis are discussed.